Day 3 (1:00 – 2:00) Room 5 Presented by: Heidi Fulcher

Preplanned Presentation Supports/Materials  Supports and Materials must:  Be individualized to the student and specific to the task  Not be a direct copy from the Presentation Supports/Materials document which is intended to provide ideas but is not task or student specific  Remain grounded in the academic content and skill being measured  Maintain the complexity level of the task  Be age and grade-level appropriate  Allow the student to be as independent as possible  Be clearly defined with a specific and reasonable number of times allowed during the observation

Preplanned Presentation Supports/Materials  Not contain any terminology from the “Hierarchy of Cueing and Prompting” document because cues and prompts are not supports  Cannot be a source of direct answers or actions described as prompts, such as hand-over-hand, because answers can never be provided  Have been routinely and successfully used during instruction  Include the name of the text to be used, the new vocabulary word to be assessed, the question to be asked, the real-life problem or scenerio to be presented, the type of manipulatives to be used, the answer choices provided if assessing at Level 2, a description of the wide array if used for a Level 3 task, etc.  Materials must be different than those used for instruction and require the student to provide a different answer to or respond to a different experience than instruction  Be preplanned and recorded in this section before the observation begins 

Student Response Modes  Response Modes must:  Be individualized to the student  Be specific to the task and skill being measured  Not be a direct copy from the Ways to Demonstrate the Verbs document  which is intended to provide ideas but is not task or student specific  Allow the student to demonstrate the skill  Not include any teacher actions  Be a typical response demonstrated regularly during classroom instruction

Student Response Modes  Allow the student to be as independent, active and engaged as possible  Maintain the integrity of the verbs used in the predetermined criteria as defined in the Ways to Demonstrate the Verbs document  Be identified for each verb in the predetermined criteria even if the verb or expected response mode is the same  Not include verbs from other complexity levels when describing the expected student action  Be open enough to allow for the same response mode to be used for generalization if the student earns the opportunity  Be preplanned and recorded in this section of the documentation form before the observation begins

Demonstration of Skill  Good notes for Demonstration of Skill should:  State specifically what actions you observed the student perform related to each predetermined criterion  Provide specific evidence of how the student responded in comparison to the expected student response mode recorded on page one of the documentation form  Provide descriptive evidence that answers the question, “Did the student demonstrate the skill?”  Not just state “Yes” or “No”  Be recorded in past tense verbiage to show what occurred  Not include any cueing or prompting  Not simply restate or be a copy of the predetermined criteria

Level of Support  Good notes for Level of Support should:  Name and describe specifically what additional assistance (cues and prompts) was provided beyond the preplanned supports listed on page one of the documentation form  Show evidence of a cue before a prompt  Provide evidence that answers the question, “How did the student perform the skill?” (independently, with cueing, with prompting)  Include the word “Independently” as evidence of a nonassisted performance  Never include a preplanned support from page one of the documentation form because supports are allowable if they do not give the student the answer

Description of Materials/Approach Provided During Instruction  Teachers should refer to the “Task Specific Change in Materials/Approach from Instruction to Assessment” document for guidance in making decisions  regarding instructional focus for a specific task.  The description of instruction must:  Show evidence that the expectation for responses during the assessment are authentic and not a repeated answer given during instruction  Indicate an academic focus on the content being measured  List specific details regarding the actual materials used (book title, objects, vocabulary word, mathematics problem, choice cards, questions asked) when new items are provided  Follow an acceptable approach for the task (natural occurrence, separate lesson, different presentation) and describe in detail when the items cannot be changed because of the specificity of the task 

Description of the Change in Materials for Generalization  Teachers should refer to the “Change in Materials from Primary to Generalization” document for guidance in making decisions regarding materials used during generalization observations.  The materials must:  Be different than the ones used for instruction and the primary observation  Be content related  Require the student to provide a different answer to the predetermined criteria than was observed during instruction and the primary observation  Not make the difficulty of the task harder or easier than what was expected during the primary observation  Not introduce a new skill 

Example Documentation Form  nt/special-ed/staaralt/docforms/

Website References  nt/special-ed/staaralt/docforms/ nt/special-ed/staaralt/docforms/  nt/special-ed/staaralt/presentation-supports/ nt/special-ed/staaralt/presentation-supports/  nt/special-ed/staaralt/cue-prompt/ nt/special-ed/staaralt/cue-prompt/  nt/special-ed/staaralt/template/ nt/special-ed/staaralt/template/